Tesol Quarterly最新文献_第4页

Walking the Walk? (Mis)alignment of EFL Teachers' Self-Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus-Based Language Pedagogy 走在路上？(EFL教师自称的语料库读写能力与他们规划和实施基于语料库的语言教学法的能力之间的（错误）协调

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2024-01-05 DOI: 10.1002/tesq.3299

Tieu Thuy Chung, Peter Crosthwaite, Cam Thi Hong Cao, Carolina Tavares de Carvalho

{"title":"Walking the Walk? (Mis)alignment of EFL Teachers' Self-Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus-Based Language Pedagogy","authors":"Tieu Thuy Chung, Peter Crosthwaite, Cam Thi Hong Cao, Carolina Tavares de Carvalho","doi":"10.1002/tesq.3299","DOIUrl":"https://doi.org/10.1002/tesq.3299","url":null,"abstract":"Data-driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self-reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing issue. This paper explores the experiences of in-service English language teacher trainees in developing both corpus literacy and corpus-based language pedagogy skills in Vietnam. The study finds a disconnect between participants' high self-reported corpus literacy skills, high intention to conduct corpus-based language teaching, and their ability to convert said intention and literacy into viable ideas for corpus-based language teaching within their lesson planning. Potential reasons include difficulties conceptualizing DDL's integration into lesson objectives, selection of inappropriate corpora for the target audience, issues planning DDL activities for primary-age learners, and Vietnamese-specific issues mainly around access to technology. Accordingly, we present several recommendations for improving the assessment of DDL trainees' actual integration of DDL into their teaching practice.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"71 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Extramural English in Scandinavia and Asia: Scale Development, Learner Engagement, and Perceived Speaking Ability 斯堪的纳维亚和亚洲的校外英语：量表开发、学习者参与度和感知口语能力

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-12-28 DOI: 10.1002/tesq.3296

Pia Sundqvist, M. S. Uztosun

{"title":"Extramural English in Scandinavia and Asia: Scale Development, Learner Engagement, and Perceived Speaking Ability","authors":"Pia Sundqvist, M. S. Uztosun","doi":"10.1002/tesq.3296","DOIUrl":"https://doi.org/10.1002/tesq.3296","url":null,"abstract":"This article comprises two international studies. Study 1 aimed to develop a scale to measure the frequency of learners' voluntary, informal, out‐of‐school engagement with English, so‐called Extramural English (EE) activities. It involved three stages – pilot study, exploratory factor analysis, and confirmatory factor analysis – followed by measuring the test–retest reliability and known‐groups validity of the scale. L2 English learners (N = 907; mean age: 17) from Scandinavia (Denmark, Norway, and Sweden) and Turkey participated. The analyses led to a 32‐item EE Scale that loaded onto eight factors: EE Digital Creativity, Gaming, Internalized, Music, Niche Activities, Reading and Listening, Social Interaction, and Viewing. Study 2, in which the scale was implemented, aimed to explore the frequency of EE activities and examined whether EE predicts learners' perceived speaking ability in different settings. Learners from Scandinavia (N = 197) and Asia (N = 125; China and Turkey) participated. Data analyses showed that both samples engaged most frequently in EE Music, Viewing and Reading and Listening. Ordinal regression analysis revealed that EE predicts perceived speaking ability in both contexts, but differently so. Thus, EE seems to play different roles for learning English in the different settings. Implications are discussed regarding the context‐specific nature of EE.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"302 4","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139152422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners 针对被指定为英语学习者的中学多语种学习者的合作实践全国调查

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-12-28 DOI: 10.1002/tesq.3295

Amanda K. Kibler, Virginia Lesser, Martha Castellón Palacios, Martha Sandstead, Sara Wiger, Karrie S. Woodruff, Jaclyn B. Bovee

{"title":"A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners","authors":"Amanda K. Kibler, Virginia Lesser, Martha Castellón Palacios, Martha Sandstead, Sara Wiger, Karrie S. Woodruff, Jaclyn B. Bovee","doi":"10.1002/tesq.3295","DOIUrl":"https://doi.org/10.1002/tesq.3295","url":null,"abstract":"Collaborative teaching models serving secondary multilingual learners designated as English Learners (ELs) have become increasingly prominent but remain understudied. This study draws upon an ecological framework and uses quantitative and qualitative survey findings from a national sample of school districts in the United States to investigate the prevalence and use of collaborative practices. The study examines variations in how collaborative models are structured and implemented, as well as how they vary by district characteristics. Findings suggest that collaborative practices are present in many types of districts but are typically more common in larger, urban districts with higher percentages of EL-designated students. Collaborative practices are more prevalent at middle school (grades 6–8) than high school (grades 9–12) levels but tend to occur across multiple key content areas. In relation to coteaching in particular, findings align with previous research on inequitable status and teaching responsibilities faced by some ESL teachers. District supports for collaboration vary, with professional development more prominent than teacher release time for collaborative planning. Overall, findings indicate that district resources and instructional capacity play important roles in the implementation of collaborative practices, and organizational capacity may influence the status of ESL teachers in these models.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"132 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139063467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of the Type of Audio-visual Input and Listenability on Young L2 Learners' Listening Comprehension 视听输入类型和可听性对年轻 L2 学习者听力理解的影响

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-12-26 DOI: 10.1002/tesq.3298

Sun-Young Shin, Senyung Lee

{"title":"Effects of the Type of Audio-visual Input and Listenability on Young L2 Learners' Listening Comprehension","authors":"Sun-Young Shin, Senyung Lee","doi":"10.1002/tesq.3298","DOIUrl":"https://doi.org/10.1002/tesq.3298","url":null,"abstract":"Numerous studies have compared the effect of input mode (video-based vs. audio-only) on the listening comprehension of adult second language (L2) learners. However, there is a notable absence of research regarding how various types of audio-visual input in a listening test affect young learners' listening comprehension. To address this gap, this study examined the effects of audio-visual input type and text listenability on the listening comprehension performance of 50 English language learners (ELLs) in Grades 3–5 in the U.S. In this study, participants completed a computer-delivered English listening test comprising three test forms, each containing six passages. These passages included a combination of three video passages and three audio-only passages. The video passages were carefully designed to balance two key variables in a counter-balancing manner: the listenability of the text, assessed using Lexile Audio Measure, and the nature of visual elements, which encompassed speaker-only visuals, visual-only elements, and a combination of speaker-and-visuals. This study found that students performed equally well on both video-based and audio-only passages, and the type of visuals accompanying the content did not have a statistically significant impact on students' listening comprehension scores. However, the listenability of the text significantly influenced students' listening scores, especially in the context of audio-only passages. Furthermore, responses to a post-test questionnaire revealed that students had a positive perception of all three types of audio-visual input. This study contributes to our understanding of how audio-visual input types and text listenability affect the listening comprehension performance of Grades 3–5 ELLs.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"205 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learner Corpora in Corpus-Informed Instruction: Moving Toward an Asset- and Genre-Based Model 语料库启发式教学中的学习者语料库：迈向基于资产和体裁的模式

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-12-26 DOI: 10.1002/tesq.3293

Shelley Staples, Anh Dang, Hui Wang

引用次数: 0

Exploring Contradiction‐Driven Language Teacher Identity Transformation During Curriculum Reforms: A Chinese Tale 探索课程改革中矛盾驱动的语文教师身份转变：一个中国故事

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-12-26 DOI: 10.1002/tesq.3294

Kailun Wang, R. Yuan, Icy Lee

{"title":"Exploring Contradiction‐Driven Language Teacher Identity Transformation During Curriculum Reforms: A Chinese Tale","authors":"Kailun Wang, R. Yuan, Icy Lee","doi":"10.1002/tesq.3294","DOIUrl":"https://doi.org/10.1002/tesq.3294","url":null,"abstract":"The existing literature in TESOL has revealed the multilayered, dynamic, and situated nature of teacher identity, but how language teachers construct their identities during curriculum reforms receives relatively limited attention, particularly in the context of teaching English for specific purposes (ESP). Theoretically anchored by the notion of contradiction in activity theory, this study investigates an ESP teacher's identity transformation in a Chinese university. Drawing on data from semi‐structured interviews, classroom observations, and artifacts (policy documents and course materials), the findings reveal that the participant constructed her identities including “a skiff drifting in the dark,” “an optimistic warrior,” and “a nonconformist” through the teaching reform mediated by the corporatized culture and accountability system in higher education. The process of identity transformation was accompanied by her identity‐driven efforts to resolve various contradictions and seek the delicate equilibrium between her agency and object‐oriented reform. The study offers practical recommendations on teacher development and curriculum reforms for both language teachers and other stakeholders (e.g., teacher educators and school leaders) in different educational contexts.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"89 10","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139154857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Good for me to Leave it for Good”: A Longitudinal Study on How Emotion Labor in Teaching Contributes to a Beginning EFL Teacher's Resignation "永远离开对我有好处"：教学中的情感劳动如何导致初任英语教师辞职的纵向研究

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-12-25 DOI: 10.1002/tesq.3289

Yujie Zhang, Lawrence Jun Zhang

{"title":"“Good for me to Leave it for Good”: A Longitudinal Study on How Emotion Labor in Teaching Contributes to a Beginning EFL Teacher's Resignation","authors":"Yujie Zhang, Lawrence Jun Zhang","doi":"10.1002/tesq.3289","DOIUrl":"https://doi.org/10.1002/tesq.3289","url":null,"abstract":"Seldom have studies linked the early-career teacher attrition problem to teachers' emotion labor, especially with a longitudinal design. Grounded in the poststructural approach, we designed a longitudinal study to investigate qualitatively how a second-year English-as-a-foreign-language (EFL) teacher's emotion labor triggered by implicit feeling rules contributed to her resignation. We interviewed the novice EFL teacher about her experiences of teaching practice and emotion labor. Findings revealed that: (1) The sources of feeling rules could be complex but were mainly institutional wills, professional norms, and social expectations; (2) many factors triggering emotion labor existed in educational institutions, indicating the necessity of institutional reform; (3) the long-term residual effects of emotion labor led to teacher attrition through the mediation of elevated burnout and decreased teacher wellbeing. Our study considers the teacher's resignation as her resistance to feeling rules and provides empirical evidence for the link between the power imbalance behind emotion labor and early-career resignation. These findings point to a possible need for institutional support and reform as effective methods to increase teachers' wellbeing and career longevity.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"33 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What's in the Syllabus? Deconstructing Global Englishes Course Syllabi 教学大纲里有什么？解构全球英语》课程提纲

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-12-25 DOI: 10.1002/tesq.3288

Ali Fuad Selvi

{"title":"What's in the Syllabus? Deconstructing Global Englishes Course Syllabi","authors":"Ali Fuad Selvi","doi":"10.1002/tesq.3288","DOIUrl":"https://doi.org/10.1002/tesq.3288","url":null,"abstract":"Despite the recent proliferation of Global Englishes courses both quantitatively (in terms of the number of programs offered worldwide) and qualitatively (in various sizes, forms, modes, and modalities), large-scale systematic investigations across various contexts are conspicuously underrepresented within the existing body of literature. Departing from this foundational premise, the current study seeks to address this gap through an exploratory content analysis of Global Englishes course syllabi (<i>n</i> = 104) offered within English, TESOL, or applied linguistics programs situated in diverse geographical settings. Positioning course syllabi as a primary data source and deconstructing them with a critical interpretative lens offer powerful insights into teacher educators' positionality of Global Englishes and the pedagogical parameters that shape their instructional decisions. Research results indicated that the courses within the dataset predominantly positioned Global Englishes in terms of its globalinguistic status, geospatial variation, and the heterogeneity characterizing its uses and users. Furthermore, the pedagogical goals of these courses primarily gravitated toward the cultivation of lower-order thinking skills mainly through scholarship emanating from the Global North and were assessed by written assignments, examinations, and oral presentations. The apparent gap in pedagogical content, practices, and experiences needed to cultivate a robust professional knowledge base centered on Global Englishes suggests that these courses, as currently structured, run the risk of being perceived merely as “politically correct”, tokenistic and trivialized additions “about” and not “for” Global Englishes.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"99 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“It's Just a Feeling!”: Emotions and Intersectionality in Language Teacher Narratives "这只是一种感觉！"：语文教师叙事中的情感与交叉性

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-12-25 DOI: 10.1002/tesq.3297

Gergana Vitanova

引用次数: 0

Addressing Anti‐Black Racism in English Language Teaching: Experiences from Duoethnography Research 应对英语教学中的反黑人种族主义：双人学研究的经验

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-12-22 DOI: 10.1002/tesq.3291

Wales Wong, Yecid Ortega

{"title":"Addressing Anti‐Black Racism in English Language Teaching: Experiences from Duoethnography Research","authors":"Wales Wong, Yecid Ortega","doi":"10.1002/tesq.3291","DOIUrl":"https://doi.org/10.1002/tesq.3291","url":null,"abstract":"Anti‐Black racism can be difficult to discuss in English language teaching because teachers often feel unprepared. This article describes our experiences as researchers and educators from a duoethnographic self‐study to understanding the possibilities of addressing social justice issues in an adult English as a second language (ESL) classroom. Using the concepts of anti‐racism and solidarity, we explored how teachers can plan, deliver, and evaluate lessons that resonate with the students' academic needs, while also addressing discrimination against marginalized communities. We gathered data from conversations via Zoom and electronic communications as well as various classroom materials and analyzed them to find emerging themes. The data revealed that addressing anti‐Black racism in the ESL classroom comes with tensions about sparking trauma among students, a lack of time to prepare the content, and how to create safe spaces for students. This article proposes that despite the difficulties teachers might experience when addressing these topics, vigorous work must be done to actively challenge the privileges and oppression that are present not only in classroom practices but also in personal experiences.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"66 4","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138945742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0